(2022). Race Frames in Education: Structuring Inequality and Opportunity in a Changing Society. Teachers College Press Beyond the commonplace inequalities that many minoritized youth face in the United States, the post-Trump contemporary moment has created rampant racialized material and symbolic violence occurring against Latinx, immigrant and undocumented immigrant, Asian American, and African American populations. "Race Frames in Education" advances the conversation about racial equity in educational contexts with a unique analysis centered on the concept of racial projects–a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors center racial analyses across multiple educational and community-based settings to underscore how racial projects advance equity or reproduce inequality. This much-needed anthology addresses a pressing issue in society: how to center race and expose systemic racism in order to transform communities, schooling, and educational policies. It challenges white dominance in education and social policy and… [Direct]
(2020). Desegregation Policy as Cultural Routine: A Critical Examination of the Minnesota Desegregation Rule. Journal of Education Policy, v35 n6 p765-784. Education policies often result in and/or perpetuate inequitable and marginalizing outcomes. To that point, education policy may be viewed as an act of white supremacy. The purpose of this study was to examine the Minnesota Desegregation Rule (MR 3535.0100-0180) as a cultural artifact of race-related policy in US public education. Critical analyses of these types of policies offer a means to understand and document the status and workings of race and racism within a particular socio-political milieu. Three tenets from Critical Race Theory (the permanence of racism, the critique of liberalism, and law as a structural determinant) provided analytic tools to understand how the discourses related to race and racism act as cultural routines. The examination revealed nuances, contradictions, and patterns of power and privilege that serve as masked but powerful cultural signifiers. While legal and policy remedies are positioned as a means to reduce social and structural inequality, the Rule… [Direct]
(2024). Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition. Career Development and Transition for Exceptional Individuals, v47 n2 p132-143. Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed…. [Direct]
(2021). Black Women at the Intersection of Race and Poverty in Urban Communities: Partnerships for Transformation. New Directions for Adult and Continuing Education, n170 p67-78 Sum. This article examines the intersection of race and poverty on the lives of Black women living in urban communities. Historical systemic racism continues to leave many marginalized communities on the periphery and struggling to maneuver in a society that limits access to empowerment to move out of poverty. To transform the lives of those living in poor urban communities, dismantling systemic racism where race and poverty intersect must be included in policymakers' priorities. This work begins with partnerships forged between public policy makers, adult educators, literacy education and training programs, welfare programs, and employment programs and employers…. [Direct]
(2022). No One Can See Me Cry: Understanding Mental Health Issues for Black and Minority Ethnic Staff in Higher Education. Higher Education: The International Journal of Higher Education Research, v83 n1 p79-102 Jan. Black and minority ethnic (BME) communities continue to experience differential outcomes within the United Kingdom (UK) mental health system, despite increased attention on the area. The trauma of racism for BME academic and professional staff within higher education remains problematic against a backdrop of cultural and organisational institutional racism. Within higher education (HE), BME staff consistently face barriers in terms of accessing contextually appropriate mental health interventions that recognise the sophisticated nature of insidious racism in all its overt and covert manifestations. This paper attempts to address the issues facing ethnic minority staff within the Academy with regard to accessing mental health services at university. Importantly, this paper explores the impact of racial discrimination on BME faculty within the sector and the impact upon mental health, in addition to considering the paucity of psychological interventions available in dealing with… [Direct]
(2024). Whiteness in the Ivory Tower: Why "Don't" We Notice the White Students Sitting Together in the Quad? Multicultural Education Series. Teachers College Press Whiteness is the foundation of racism and racial violence within higher education institutions. It is deeply embedded in the ideologies and organizational structures of colleges and universities that guide practices, policies, and research. The purpose of this book is not to simply uncover these practices but, rather, to intentionally center the harm that Whiteness causes to communities of Color broadly in order to transform these practices. For example, Cabrera explores what academic freedom and tenure could look like if they actually divorced themselves from Whiteness. Cabrera also demonstrates how campus-based segregation is largely a problem created and maintained by White students, contrary to popular belief. Readers will dive into these and other pressing issues guided by both critical social analysis as well as hope for the possibilities of human liberation from oppression. This is important reading for university and college professors, scholars, diversity officers, student… [Direct]
(2023). Mexican American Student Veterans: From Military Service to Higher Education. Association of Mexican American Educators Journal, v17 n2 p55-77. This study employs descriptive qualitative analysis to explore the experiences of eight Mexican American veterans utilizing Veterans Affairs education benefits to pursue baccalaureate degrees. Participants were recruited in Southern California at two California Community Colleges and three California State Universities. The findings suggest that Mexican American student veterans navigate college and their education benefits based on their experiences in the military. The study identifies five factors Mexican American student veterans negotiate when transitioning to college: (a) minimization of racism; (b) lack of support; (c) being experiential learners; (d) substitute leadership; and (e) being financially motivated…. [Direct]
(2023). James Baldwin's Curricular Voice: Interrogating Whiteness as Curriculum. Curriculum Inquiry, v53 n1 p75-98. I begin in this article with an examination of James Baldwin as a distinct curricular voice whose work opens a dialogue interrogating whiteness as curriculum. In a series of essays, "The White Problem," "On Being White … And Other Lies," "The White Man's Guilt," and "White Racism or World Community," Baldwin directly addressed white people on the question of whiteness in four ways: addressing historic denial, amnesia, and mythologizing; the psychosocial conceptualization of white identity; whiteness as a system; and whiteness as a false system of reality. Baldwin's approach was one of "specificity," a curricular approach to interrogating whiteness centered in bold truth-telling. Specificity stands in contrast to "abstraction," a curricular approach to interrogating racism that decenters practices of whiteness as a curriculum, emphasizing broader, less direct discussions of whiteness. In this article, I contend that… [Direct]
(2023). Emergent Themes from the 2020 KDP Diversity Summit: Teacher Educators' Awareness of Factors That Support and Retain Prospective Teachers of Color. Educational Forum, v87 n3 p216-235. In 2020, Kappa Delta Pi's Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices; (2) Recognition of systemic racism as experienced by prospective teachers of color; and (3) Strategies used within teacher education programs to address barriers and cultivate successful solutions for prospective teachers of color…. [Direct]
(2001). Racism and Racial Inequality: Implications for Teacher Education. This collection of papers examines issues related to the preparation of teachers to effectively educate all children, regardless of differences. After "Introduction" (Sabrina Hope King and Louis A. Castenell, Jr.), the six papers include: (1) "The Criticality of Racism in Education at the Dawn of the New Millennium" (Beverly M. Gordon); (2) "Untold Stories: Implications for Understanding Minority Preservice Teachers' Experiences" (Rosebud Elijah); (3) "Historical White Resistance to Equity in Public Education: A Challenge to White Teacher Educators" (Beatrice S. Fennimore); (4) "Professional Development: An Important Partner in Antiracist Teacher Education" (Beverly Daniel Tatum); (5) "Seven Principles Underlying Socially Just and Ethically Inclusive Teacher Preparation" (Michael O'Loughlin); and (6) "Seeing With Different Eyes: Reexamining Teachers' Expectations Through Racial Lenses" (A. Lin Goodwin). The final… [PDF]
(2021). All We Need Is One Mic: A Call for Anti-Racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership. Journal of School Leadership, v31 n1-2 p127-141 Jan-Mar. In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or "one mic" of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be "supported by material practices and institutions," that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of… [Direct]
(2024). South African Higher Education: A Toxic Milieu of Neoliberalism, Colonialism and Anti-Blackness. Transformation in Higher Education, v9 Article 418. Post-colonial higher education contexts experience a never-ending recuperation from the multiple violences imposed by colonisation. Coloniality has largely been successful in maintaining a hegemonic hold by white settler colonisers in various facets of higher education despite attempts to decolonise this sector and attempts at transformation. The problem that this article addresses is that these decolonial and transformation initiatives are usually circumscribed within neoliberal parameters that simply perpetuate white hegemony. There appears to be oblivion as to how neoliberalism impacts Black subjects in academia and how historic colonial practices have seamlessly effectuated neoliberal tenets in new cycles of racial repression, issues that this article takes up. Methodologically, this conceptual article applies the tenets of Critical University Studies (CUS) and invokes the principles of Unapologetic Black Inquiry (UBI) to examine neoliberal racialisation, (c)overt anti-Blackness… [PDF]
(2021). A Critical Study of Chinese International Students' Experiences Pursuing American Higher Education in the Age of Trump and COVID-19. Journal of Comparative and International Higher Education, v13 n5S p103-107. This article consists of two study areas, examining Chinese international students' experiences pursuing American higher education in the Age of Trump and COVID- 19. Despite different issues explored in each area, these issues have a common theme of better understanding the current generation of Chinese international students against the backdrop of Sino-US tensions, the global pandemic, and anti- Asian racism in the US. Drawing on theories in international education, the first area stresses the role of human agency and demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. The other one focuses on how Chinese international students perceive race and racism in the US. Through semi-structured interviews and follow-up text exchanges at the climax of two anti-racist US social movements, the Black Lives Matter and Stop Asian Hate, the findings reveal that Chinese students held contrastive views on race and racism before and after… [PDF]
(2013). The Interacting Dynamics of Institutional Racism in Higher Education. Race, Ethnicity and Education, v16 n2 p225-245. This article has its origins in the Macpherson report's contention that public organisations in British society are characterised by institutional racism. Drawing upon the Parekh report's identification of ten components of institutional racism, the article examines which, if any, of these components are manifest in a university in Central England that was the subject of ethnographic investigation in the decade following the publication of the Macpherson report. It is argued that the Parekh report's identification of various components of institutional racism is helpful in disclosing the extent of disadvantage faced by Black and Minority Ethnic (BME) staff and students and the institution's reluctance to do anything about it. It is also illuminating in sensitising us to the overwhelming Whiteness of the university and the position of White privilege within it. (Contains 1 table.)… [Direct]
(2022). Discourses on Racism in Families with School-Aged Children in Catalonia. Journal of Peace Education, v19 n3 p303-329. Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if… [Direct]